Sentences with phrase «in achievement tests scores»

Students who participated in the voucher program had declines in achievement tests scores of eight to 16 percentile points.

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

Conversely, to take another example, evidence from a district in Norfolk, Virginia, shows that resegregated schools led to a decline in the achievement test scores of children of all races.

The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores.

Accounting for the Effect of Schooling and Abilities in the Analysis of Racial and Ethnic Disparities in Achievement Test Scores.

Both, he says, «bring about large increases in achievement test scores and continuing student interest in learning.»

Exacerbating any failure of common support is the inherent uncertainty in achievement test scores.

The achievement gap, as it is usually reported, is NOT the difference in achievement test scores between two groups of students.

«No report... has found major differences in achievement test scores between MPCP students and similar MPS [Milwaukee Public Schools] students.

Not exact matches

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeeIn contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeein order to succeed.

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

We have found that eliminating valedictorian status and class rankings has reduced stress at certain schools — especially those where achievement in the form of grades and test scores and college admission rates is valued above all other traits.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

If you only praise your child for getting 100 on a test, or for scoring the most goals in the game, your child may think your love is conditional on high achievement.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

Two elementary schools in North Carolina increased the achievement test scores of students from the 30th percentile to the 83rd percentile over a three - year period.

The evidence is compelling: Two elementary schools in North Carolina were able to increase the achievement - test scores of students from the 30th percentile up to the 83rd percentile over a three - year period.

In 2011, the second year of more rigorous scoring of state standardized tests, achievement dipped slightly across the state, according to figures just released by the state education department.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

«Students with higher intelligence had better grades and test scores, but those who also enjoyed and took pride in math had even better achievement.

Furthermore, immigrant children who were learning English and participated in the intervention had achievement scores on those state tests that were nearly as high as the achievement scores of classmates who were proficient in English.

Children that performed best in the image test also scored the highest in standard math achievement tests.

Test audience reactions and word - of - mouth buzz have already made BAMBI II one of the most anticipated films of the year with audiences young and old, citing its remarkable achievements in endearing story, pristine animation and engaging score.

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

The study by the Educational Policy Institute, released Aug. 11, examined the scores on the Stanford Achievement Test 9 or 10 given to 1,800 5th graders at 24 KIPP schools in the fall of 2003, and again in either...

Sources might include reading and math achievement test scores, IQ scores, benchmark and state test results, and grade level progress in the curriculum.

Students in the experimental group scored significantly higher on the science achievement test compared to students in the control group.

Tenth - grade earth science students who engaged in PBL earned higher scores on an achievement test as compared to students who received traditional instruction (Chang, 2001).

Participants scored at least 10 points higher in achievement tests than students who did not participate.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

Perhaps it's because white students score higher on achievement tests and graduate at substantially higher rates that many of the loudest voices in this debate aren't troubled by asking for patience and time to get things exactly right before proceeding.

After all, achievement - test scores and graduation rates in the middle - class suburb were already surpassing state averages.

We ran a regression analysis to estimate the relationship between states» absolute and relative poverty levels and student achievement, and the result was clear: absolute poverty is a powerful predictor of achievement, while the relationship between relative poverty and test scores in the U.S. is weak and not statistically significant (see Figure 5).

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

Chenoweth: They all studied their test score data very closely in order to figure out which students needed extra help and to see patterns in achievement.

Children in smaller groups score higher in all standard achievement tests, especially for reading and maths.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

Value - Added Model (VAM): In the context of teacher evaluation, value - added modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement growtIn the context of teacher evaluation, value - added modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement growtin student - test scores to estimate how much a teacher has contributed to student - achievement growth.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

Opened by two teachers in 1994 and named Time magazine's «Elementary School of the Year» in 2001, the school reports that its scores on the Stanford Achievement test have jumped 97 percent since 1997.

Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade.

University of Washington researchers use state test scores, rates of free and reduced lunch, and the number of AP classes that students enroll in to determine the general level of school achievement for comparison.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

Westinghouse Information Service, a scoring contractor based in Iowa City, Iowa, blamed «computer error» for mistakes in the scores of the Arizona students in grades 1 through 12 who took the California Achievement Test in April.